June 12, 2007

Many of my children, though only four or five years old, have already dealt with difficult situations such as foster care, parental incarceration, and homelessness. While all of these issues can effect a child’s perspective and ability to trust others, parental incarceration recently posed a challenge for me as a teacher with a responsibility to educate children about the positive role of police in our society.

Last week, we held Career Day at our school. To prepare, we discussed possible jobs and as a class composed a letter welcoming the Career Day participants. During our pre-writing discussion, I asked the students how they felt about Career Day. Tyrone responded, “I feel angry because the police gonna come and lock everyone up.” His comment reminded me of an earlier comment from Aniyah that also expressed distrust of the police and suggested we physically hurt the police so they “won’t do that anymore.”

I began to explain the reasons why people go to jail and emphasized the positive role of police officers in making us safe. I couldn’t help but glance at two of my other students who currently have a parent in jail. They didn’t say anything, but I wondered what might be going on in their heads. “Is my mommy wrong? Is she making people unsafe? Is it a good thing that the police took my daddy away from me? If the police are good, is my daddy bad?”

As I considered these thoughts, I began to backpedal. I talked briefly about people making mistakes and responded to a question about everyone going to jail “for life” by stressing that many times people in jail get to leave and be with their families again. I then wondered, for Tyrique - who will be fifteen when his mother gets out and is just developing a sense of time - what is the real difference between a life apart from his mother and ten years spent apart from her during his crucial childhood years?

I am aware of the sensitivity of these issues and the larger reality of mixed attitudes toward the police in inner city neighborhoods. What is not clear is how to deal with them in a way that will both preserve strong ties between children and their families and define the police as a source of protection for the people in those neighborhoods.

May 10, 2007

"Choice Time" is a critical time for pre-k students to grow academically and socially. During choice time in my classroom, the children can go to any of ten interest areas that provide a wide range of opportunities for learning through hands-on, experiential activities. Each area has labeled materials and books pertinent to that area (e.g., Blocks has books about building and transportation; Dramatic Play has cooking and career books; Art has books of art with famous paintings). These materials help teach how literacy permeates all areas of life.

Here is a glimpse into choice time in Pre-k 114:

Blocks Area – Quite logically, the blocks area contains different types of blocks - wooden and plastic, large and small. In addition, we have worker hats, transportation toys, animal toys, and people figurines. We put illustrated labels on all toys to help make children aware of letters and words and how we use print in a functional way. When this photo was taken David and Samar were trying to construct a tunnel through which the car could pass. I asked them to recall what the tunnel looked like in the book we read. They found the book and discovered they were missing the top part of the tunnel. They also learned about cause and effect when they pushed a car through their construction project too fast and the tall sides fell in.

Dramatic Play – This area includes everything from plastic fruit to a medical kit. The children take on pretend roles ranging from mommies and daddies to doctors and waiters. We expose them to different functions of print by including real maps, menus, recipe books, and bus schedules to support their play. I often engage students with open ended questions that build their vocabulary and target their individual needs. In the "doctor's office," I asked Doctor Tyrique whether he was going to fill out a prescription for my medicine. He responded by grabbing a notepad and writing my name. We worked on listening for the sounds in Pappas and connecting those sound to letters. In the photo, Tyrone is writing a grocery list for his family.

Art Area – This area includes a wide range of materials intended to spark the children's creativity and invite constructive and open-ended dialogue between the teacher and student. Rather than tell children exactly what to make, we give them tools such as water color paint, paint markers, hard and soft clay, and collage materials. We provide an example, and then encourage them to express themselves with their tools. The symmetrical paintings shown on the back wall in the photo exemplify this process. I showed students how to paint on one side and make a mirror image on the other side by folding their paper. They then made their own paintings and, in the process, learned about symmetry.

These examples reveal the successful results of learning through play, or what I would deem constructive play. Teachers create interest areas with opportunities for children to explore and grow in various content areas. They then use choice time as a chance to target individual student needs identified through ongoing, performance-based assessments, and analysis. As children explore and discover, teachers can seize teachable moments and move their students forward.

April 24, 2007

The other day I was reminded of the importance of solidifying positive and peaceful attitudes early on in pre-k. I overheard a teacher reprimanding a first-grade student in the hallway for hitting another child. The teacher simply said, “You cannot hit her, it’s not nice. Do you understand?” When the child did not respond, the teacher said, in a more abrasive tone, “Say YES!.” The child then said “yes,” as commanded, and the teacher moved on.

I had to wonder how effective that child will be in solving problems on his own. Perhaps his teachers to date have not taught social skills effectively. Or possibly he has experienced things that have undermined the endurance of those skills in the long run. The incident caused me to reflect on my efforts this year.

I start teaching our peaceful and empowering approach in the beginning of the school year. The process entails direct whole-group instruction through puppet role plays, books about friends and feelings such as Words are not for Hurting, and songs like “The More We Get Together.” In these activities, we use consistent language like, “I feel sad when you [fill in the blank].” Add to this many one-on-one, informal teachable moments, and gradually the children gain an understanding of why they should use their words instead of their hands.

By December, my students were able to follow through with a “peace agreement”, but I served a dominant role in the initial stages of the process. Since then, the children have made even more progress and now take ownership of the peace process from the beginning. For instance, David used to suggest that characters in our stories use violence to solve problems. If the Cat in the Hat won’t leave, David suggested, we should “hit him on the head.” Now, he is more likely to recommend talking through problems. When we discussed recently how the farmer in Farmer Duck exploits duck and refuses to do any work, David chose peaceful means over violent ones, advising the duck to tell the farmer, “Please, can you help me?.”

Other children still require occasional reminders and encouragement, but their skills are clearly developing. Tyrone’s first inclination during a recent read aloud was to hit the animals that had stolen a character’s fruit. After I asked him, “Do we hit animals or people?” he offered an alternative measure: “I would tell the animals that I won’t ride them no more.” Similarly, Jeffrey came to inform me today that another student would not let him play with a certain toy. All I had to say was, “Work it out on your own,” and Jeffrey returned to the student to say, “I feel sad when you won’t let me play with it.”

Pre-k teachers - indeed, all teachers - have an obligation to teach conflict resolution in a way that empowers students to solve problems peacefully. I want my students to leave pre-k with the rationale and language needed to facilitate peaceful conflict resolution so that, throughout their lives, they will rarely, if ever, receive a scolding like that first grader in the hall. Perhaps if we start with pre-k classrooms that provide students with such tools, we will lay the foundation for a society that more closely embodies Immanuel Kant’s vision of enduring peace between people and states.

April 19, 2007

Effective Praise is a crucial element of a strong pre-k classroom. As any early childhood educator or parent will tell you, young learners constantly seek validation from adults. In response, I try to provide constant support for my students’ achievement in order to instill in them the self-confidence needed to take risks as learners and to remain highly motivated. Yet “being positive” in any way does not necessarily benefit young learners.

Consider how we, as adults, become better at something professionally. If a boss or colleague simply says, “Good work,” we cannot be sure what was good and how we can continue improving in the future. If the coworker is specific and genuine, however, we feel not only confident in our abilities but empowered to produce “good work” later on.

The principle holds when working with young children. A child might approach me with a piece of artwork, for example, and I may feel inclined to comment on how beautiful it is. The child, however, walks away from that exchange with no understanding of the strengths he exhibited or areas he could work on. So, while it takes more thought and effort, I aim to engage each child in a dialogue with comments and questions like, “Interesting, I like the way you used three different colors on the top part of your design. Why did you use three colors on top, but only one color on the bottom? Tell me about the design. What could you add to the horse?” Through dialogue, I can focus the child on specific aspects of the work and invite her to reflect.

And it’s amazing when you can actually see and hear that reflection taking place. I often hear my students think out loud and address the points we brought up in earlier discussions. For example, Ravon recently noted, “Oh, the cow has eyes to see just like me,” before he added eyes to his drawing, and Tyrone now engages in a dialogue with himself as he writes independently. While labeling his cat mask during small group recently, he asked himself, “How do you spell cat?” and then responded, “You need to stretch it out, c-aaaaaaaaaaaa—ttt” as he pulled his hands apart the way we had discussed in a one-to-one guided writing session.

In a given day, between small group and whole group lessons, anecdote note-taking and snack time, providing specific and authentic praise that invites further reflection seems difficult. But praise with a purpose is so effective and rewarding that I encourage everyone around young children, in or out of the classroom, to do it. I’ve summed up these principles in a document for easy adult reflection.

March 22, 2007

“Your students’ growth will be your growth”: wise words from one of my three greatest role models as a teacher, an older Teach For America teacher who taught in my district.

Each year, as we begin to discuss signs of spring in the sprouting flowers and leaves outside, I can also notice my students’ academic growth, particularly in basic literacy skills. As I observe them throughout the day, I see how the individual action plans I created and implemented facilitated their achievement. The anecdotal notes and work samples in their portfolios provided insights into my students’ strengths and weaknesses. I then used that data to develop teaching plans for both me and the students’ families to follow. While I started using these plans last year, more practice with anecdotal note taking and familiarity with analyzing skill deficits using our performance based assessments strengthened my ability to target and address student needs this year. The success of this valuable teaching tool makes me feel like I have really improved as an instructional leader.

Here are just a few examples of their growth:

• David’s anecdotes and work samples from the fall revealed the need to work on listening skills (e.g., incorporating ideas from discussions into play). Consequently, I linked my questions before and during choice time to ideas we had discussed during circle time. I also brought in more topics that seemed to appeal to him, such as transportation and animals. David recently approached me with a toy airplane and his name card and said, “Look Ms. Pappas, the airplane ‘bout to take off on the runway. It can’t just go straight up, it has to go like this,” as he rolled to airplane on the flat surface and then had it take off.• Tyrone’s target areas in the fall included relating stories to his own life. So, I worked on this skill with Tyrone in whole-group and small-group instruction, modeling how to connect stories to our own experiences. For example, during a read aloud of Cat in the Hat, I might relate to the experience of the children sitting at home on a rainy day by saying, “I remember when it was pouring rain and I couldn’t go outside to play tag with my friends. I felt sad.” I also designed activities around comparing and contrasting characters’ lives with our own. Tyrone’s recent literary insights include: “I took a long train like the one in the book to New York.” and “I went to the zoo too. We saw an elephant.”• In the fall, Fuquan was strong in letter identification and was starting to identify beginning sounds in words. From that foundation, he needed to work on making letter-sound connections and using that skill to write words. My plan for him included playing letter-sound sorting games in small group, discussing sounds in words one on one during activities like journal time, and singing songs about letter sounds during transition times. Fuquan is now labeling his drawings with the letters that match the pictures and can write short sentences with some guidance from me.

I look forward to using my improved planning skills to make the most of the precious few months left with my students this school year.

January 31, 2007

Ahh, the weekend…after exploring fantastical literary worlds for five days with old ladies swallowing flies, purple crayon drawn hot air balloons, and wild things at every corner, I get to delve into my weekly collection of non-fiction, “adult” content at a local café.

As I briefly step away from my pre-k teacher mentality to reflect on the latest 2008 presidential contender or the Ethiopian presence in Somalia, I consider one unifying theme in each of the articles: problems. Regardless of your political affiliation, job sector, or daily blogger of choice, it is clear that current and future generations face a wide range of political, economic, social, and technological problems. So what are we doing in Pre-k 114 to provide our society with proactive problem solvers?

One, we are creating a problem-solving culture in the classroom. Whether the problem is spilled milk, a friend crying, or someone saying they “can’t” do something, we respond with efforts to fix the problem. Initially, the children said, “ooooooh” and pointed instead. We then showed puppets in similar situations, brainstormed with the children about how to fix problems, and adopted the phrase, “We don’t say ‘oooh,’ we fix the problem.”

We also don’t give up. We learned from the Little Engine to keep chugging while saying, “I think I can” and asking for help from our peers. We receive positive recognition for going out of our way to help others fix problems. Students who got to purple last week included David and Tanasia for helping each other fold up their blankets after naptime, Awana for assisting Tyrone with his spilled juice, and Kevin for comforting Karen when she was upset.

A second step is to foster critical thinking skills. Like my favorite adult publications, children’s literature is filled with characters that have problems. We use these scenarios as a starting point for thinking about ways to solve problems. Here is an excerpt from a problem solving discussion we had last Friday over breakfast, as we looked at a picture of Jack (of “Jack Be Nimble” fame) jumping over the candlestick.

Ms. Pappas: What’s the problem?Sierra: His pants could catch on fire. Ms. Pappas: So what should he do?Sierra: Call 911 to put the fire out.Ms. Pappas: Great idea. What if he doesn’t have a phone?Tyrique: I could put his foot in the sink.Ms. Pappas: Excellent idea. What if the sink in his house doesn’t work?Tyrone: I could take him to your house and put his foot in the toilet.Ms. Pappas: How will you get to my house?Tyrone: I will take a cab.Ms. Pappas: What if I’m not home?Ravon: He could take Jack to the supermarket for some water.Awana: No, he not going to be on fire. He jumped over the candle. He was quick.

January 09, 2007

In my classroom, setting and working tirelessly toward goals are crucial to our overarching theme of going from “good to great.” I set goals for my students, use data to assess our progress toward those goals, and design lessons based on those analyses. Likewise, I aim to instill in my students the importance of reflecting about areas in which we can improve and addressing those areas in order to grow as learners. I also want to invest families in this process in order to ensure that a goal oriented mindset stays with my students after they graduate from pre-k.

As part of our celebration of the New Year, we made resolutions with our families. Each student received a note and blank resolution card
the first day back last week. Students returned the cards after coming up with a resolution with family members at home.

2007 New Years Resolutions

Tyrone and his mother:Our goal is to read more words and count more numbers.

David and his mother: Our goal is to read two books every night and find more words and letters.

Sierra and her family: As a family our goal is to spend more time reading and sharing our thoughts.

Derrell and his mother: Our goal is to improve Derrell’s writing of letters.

Tyrique and his mother: Our goal is to strive for the best together.

Awana and her mother: Our goal is to identify numbers and the alphabet and to work on writing Awana’s first and last name.

Karen and her grandmother: Our goal is to read one new book a night and write down two new words out of the book.

Fuquan and his mother:Our goal is to read a book every night.

Kevin and his grandmother: Our goal is to help Kevin read a book until he understands how to read alone.

Jeffrey and his mother: Our goal is to learn how to tie our shoelaces.

Ravon, his mother, and father: Our goal is to sing more songs together such as “The Wheels on the Bus.”

December 05, 2006

Welcome to Inside Pre-K and thanks for visiting! On this blog, you can read about what's going on, day to day, in a real pre-kindergarten classroom, namely my own. I'll be your host/blogger, Sophia (a.k.a. Ms. Pappas). You can learn a lot about me here, but today I want to introduce you to a few of the 14 amazing four year olds in my class this year. You'll soon meet them all. (Note: Their names have been changed to protect their privacy and security.)

Tyrone - or Doctor Smith, as we call him in Dramatic Play - has a strong foundation in basic literacy knowledge, but he was not very invested in the class at the beginning of the year. His attention span was shorter than most of the children during circle time, and he was often sitting and looking around the room, not participating with the other children or listening to me. He is showing improvement, though, and has since responded positively to activities like singing songs about his classmates and more hands-on tasks.

Kevin came to school with a strong math and literacy foundation. He picks up on new academic concepts quickly and constantly participates in class activities. Socially, however, he has struggled and frequently cries when he does not get picked for something or has to wait his turn. He is the only child in his household, which may account for some of the difficulties.

Karen arrived in my class with a strong academic foundation, but until coming to school she did not have much contact with other children. She had been only around adults for most of her early years and initially displayed a hesitance to interact with the other children. From day one, she has followed directions and been focused and actively engaged in whole group activities. She has made real progress since September in smaller group interaction and now frequently reads, shares, and plays with her classmates.

I also am fortunate to have a teacher's aide, Ms. Morrison, who has been working with young learners for more than 20 years. Her experience is very helpful to me, and so is yours. Whether you're an educator by profession, a child's first teacher (a.k.a. a parent/guardian), or just curious about pre-k, I hope you will comment on this blog and tell me and other readers your thoughts and questions about pre-k.

About Me

My name is Sophia Pappas, and I teach pre-kindergarten at an inner-city public school in New Jersey.

By sharing my classroom and my thoughts, I hope to give you more insight into the benefits of high-quality pre-k and how we can all play a role in creating and improving these vital programs. And I want to know what you think, too, so please don’t be shy about leaving comments and using this blog as an outlet for ideas, reflection, and debate.Read more >